EFL Learners’ Acceptance of Technology in a Computer-Assisted Language Learning (CALL) Context: The Role of Intrinsic-Extrinsic Motivation in English Learning

Abstract

Abstract-This study reports on an empirical analysis of the relationship between EFL learners' motivation variables and other variables of their uptake of computer-assisted language learning (CALL) with the application of the Technology Acceptance Model (TAM). Data were collected from 533 high school students in southern Taiwan through a questionnaire survey, and were analyzed through descriptive statistics and structural equation modeling (SEM). The results of the descriptive statistics revealed that participants were highly satisfied with the use of CALL. According to the SEM results, five of the eight proposed research hypotheses were supported: extrinsic and intrinsic motivation were both found to significantly affect perceived ease of use; however, the effect of extrinsic motivation was negative. In contrast, neither of these two motivation variables were significant to perceived usefulness. Perceived ease of use had a significant influence on perceived usefulness. Regarding how perceived ease of use and perceived usefulness affected the participants' attitude toward CALL, perceived usefulness was significant, while perceived ease of use was not. The participants' attitude was further discovered to significantly affect their satisfaction with CALL. The SEM analysis also revealed that some indirect effects might exist in the proposed model. The Sobel Test confirmed the roles that perceived ease of use and perceived usefulness played as mediators in the model.

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